GENERAL RESPONSIBILITIES

The Instructional Coach serves as part of a leadership team within a school providing job-embedded and ongoing professional reflection and learning for teachers. Coaches provide support to principals and teacher leaders as they work with the Professional Learning Community model and the 8-step process to analyze student work and data and to plan formative professional development. Coaches provide professional development and guidance for teachers to enhance their content knowledge and instructional strategies. The effective coach is seen as an equal partner with both novice and experienced teachers, spending the majority of the time working in classrooms (i.e., modeling, observing, co-teaching, debriefing). The instructional coach is non-supervisory and non-evaluative. The coach advocates for, facilitates, and co-constructs formative feedback exchanges among teachers, but never supervises. Overall, the job of the instructional coach is to build the intellectual capacity of school staffs to meet the learning needs of all students.

 

ESSENTIAL TASKS

The following duties are normal for this position.  The omission of specific statements of duties does not exclude other duties if the work is similar, related, or a logical assignment for this position.  While this is intended to be an accurate reflection of the current job, management reserves the right to revise the job description.  Other duties may be required and assigned.

• Participates in required professional development.
• Builds and maintains meaningful relationships with teachers.
• Collaborates across the school to identify student learning needs and barriers.
• Facilitates school-based, high-quality professional development, working with teachers (in teams or individually) to enhance their knowledge and skills.
• Collaborates with teachers by listening and questioning to formulate next steps and solutions.
• Engages in reflective conversations in which the Instructional Coach, administration, and teachers think collaboratively.
• Performs other duties as assigned.

KNOWLEDGE, SKILLS AND ABILITIES

Extensive knowledge of research-based instructional strategies, the 8-step method, and the Standards of Learning is required. Must possess a thorough knowledge of the concepts and principles of curriculum design and development; knowledge of rules and regulations pertaining to instructional programs; knowledge of school administration and public relations; strong oral and written communication skills; excellent interpersonal skills; the ability to develop and motivate staff; the ability to establish and maintain effective working relationships with others; demonstrated success as a master teacher as evidenced by student success; demonstrated commitment to understanding action research and inquiry as processes for building instructional capacity; demonstrated skills in analyzing and using data for instructional decision-making; demonstrated interpersonal, problem solving, and organizational skills required to effectively facilitate staff development; knowledge, and understanding of equity issues in school cultures; knowledge and skills to support teachers in implementing the 8-step process, the domains and standards of the Teacher Performance Appraisal, and the protocols and purpose of the Professional Learning Community.

 

EDUCATION AND EXPERIENCE

Virginia teaching certification with a minimum of five years as a teacher is required; Master’s degree required; preference given to those with an Administrative endorsement or currently enrolled in an administrative program.

 

PHYSICAL REQUIREMENTS

Occasional operation of automated computer office equipment is required.  Attendance to meetings outside the normal duty hours is sometimes required. Regular involvement made with principals and teachers throughout the School Division. Usually there is a need to motivate, establish rapport, gain support, or persuade or influence individuals or groups. Occasional debate is often characteristic of the contact and may require considerable skill in diplomacy, tact, and discretion. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential tasks.

 

WORK ENVIRONNMENT

Duties performed typically in school settings to include: classroom, gym, cafeteria, auditorium, and recreational areas. Primarily controlled temperature and clean classroom environment. 

 

RCPS is an Equal Opportunity Employer and does not discriminate on the basis of race, color, national origin, sex, disability or age in its programs and activities.  The following person(s) has been designated to handle inquiries regarding the non-discrimination policies: Hayley Poland – Title IX Coordinator (540) 853-1393.